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27 Cards in this Set
- Front
- Back
Benjamin Bloom |
He was the psychologist who developed a Taxonomy of the Cognitive Domain |
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Parts of the new Bloom’s Taxonomy of the Cognitive Domain
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What are remembering, understanding, applying, analyzing, evaluating, and creating?
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Jerome Bruner
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This American psychologist identified enactive, iconic, and symbolic modes of representation in the learning process. |
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Jean Piaget |
This Swiss biologist developed a highly influential stage theory that maps out map out the mental abilities of children from childhood until adulthood. |
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Parts of Piaget’s Theory of Cognitive Development |
Sensorimotor, preoperational, formal operations, and concrete operations? |
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Howard Gardner |
This Harvard psychologist developeda Theory of Multiple Intelligences. |
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Parts of Gardner’s Theory of Multiple Intelligences |
His Theory of Multiple Intelligences suggests “multiple pathways for the learner’s processing of the world: linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, interpersonal, and intrapersonal” (M&T p. 120). He has recently suggested naturalist and existential/spiritual to the list of intelligences. |
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Lev Vygotsky |
This educational theorist suggested that most knowledgeable others should use "building blocks" and "scaffolding" to better teach (music to) students. |
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Shinichi Suzuki |
This famous Japanese string pedagogue encouraged the belief that a child who " “hears good music...and learns to play it himself...developed sensitivity, discipline and endurance.” |
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Albert Einstein |
This famous 20th Century physicist who was known for his theory of relativity claimed that "music was the driving force behind [his] intuition. [His] discovery was the result of musical perception." |
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Constructivism |
This educational philosophy is based on the belief that the “process of learning … results from the reconstruction of principles of a subject by students themselves, allowing them to shape their experiences into new information that is both relevant and meaningful to them.” |
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B. F. Skinner |
This theorist’s operational conditioningtheory suggests that “behaviors that are reinforced are likely to recur” (M&T p. 117) |
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Guido D’Arezzo |
This 11th Century Benedictine monk created a system of solmization based on the hymn “Ut Queant Laxis” using the hand as a tactile reference for pitches (M&T p. 45) |
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Martin Luther |
This famous religious leader was very influenced by music at a very young age. He was a big advocate for children's music education, devotional practice in music, and believed that "moral, temperamental, intellectual, and spiritual nature of people improved through performance." He believed that music is a wonderful gift from God, and it should be used in a devotional practice. He also believed that the moral, intellectual, and spiritual nature of people improves through performance. |
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Aristotle |
A student of Plato, he “wrote of art as the realization in external form of a true idea, an expression and reinterpretation of what exists in life.” (M&T p. 20-21). |
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Confucius |
“If you would know if a people be well governed (and), if its laws be good or bad, (then) examine the music it practices.” Promoted the study of the Six Arts—ritual, music, archery, chariot-riding, calligraphy, and computation—to achieve this goal (M&T p. 20). |
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Plato |
“Believed that children who learned music became more civilized and grew into a harmonic balance between themselves and their world” (M&T p. 20). |
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John Dewey |
Leading 20th Century philosopher who “argued that aesthetic enjoyment should not be the privilege of the few but rather a vital component of education for the common good of all” (M&T p. 25). Influenced the idea of child-centered learning. |
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Paolo Freire |
This Brazilian educator’s “stance on the ‘pedagogy of the oppressed’ was important to the Brazilian belief in a cultural democracy, which led to Brazilian popular music being honored as valued knowledge in schools (M&T p. 67). |
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Zoltan Kodaly |
This Hungarian composer “spent the greater part of his life advocating and inspiring the development of a solid national system of music education for children and youth. This method continues to be used world-wide for the teaching of music. |
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Christopher Small |
This Australian sociologist coined the term “‘musicking’ to refer to the act by which people participate in a musical performance—as performers, as listeners, or as anyone who played a part i making the performance happen” (M&T p. 18). |
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What 19-20th century events and inventions had large impacts on music education? |
The Industrial Revolution (mass produced, cheap instruments), cars (social mobility), radios/TV (social awareness), WW I & II (large number of people needing jobs, going into music education). |
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New Jersey Core Curriculum Content Standards |
This state-level policy provideS local school districts with clear and specific benchmarks for student achievement in nine content areas. The standards define a "Thorough and Efficient Education" as guaranteed in 1875 by the New Jersey Constitution. |
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New Jersey Professional Teaching Standards |
These state-level standards “describe what every education professional in New Jersey should know and be able to do.” |
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Framework for 21st Century Learning |
This national-level framework developed by a consortium of education and business organizations claims to focus “on 21st century student outcomes… that will help students master the multi-dimensional abilities required in the 21st century and beyond.” |
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Federal IDEA act |
This federal law ensues “services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services to eligible school-aged citizens with disabilities. |
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Common Core State Standards |
This policy reflects New Jersey’s response to the Common Core Standards in mathematics and English language arts/literacy (ELA). |